Specially Designed Assessment and Instruction for Children Who Have Not Responded Adequately to Reading Intervention

Jennifer S Knutson, Deborah C Simmons, Roland Good, Sarah McDonagh

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Dimensions of instruction and assessment were manipulated within a tertiary prevention to examine their effects on word and text reading development. In this article case studies of two children who demonstrated significant and sustained lack of adequate response to treatment are profiled. Results indicated that reducing group size, using formative assessment, and implementing mastery learning criteria produced positive trends on indicators of oral reading fluency. Students' reading outcomes provide evidence of the importance of timely data-based instructional adjustments.
Original languageEnglish
Pages (from-to)47-58
Number of pages12
JournalAssessment for Effective Intervention
Volume29
Issue number4
DOIs
Publication statusPublished - 2004

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